Volume 03 Issue 12-2023
257
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
257-261
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
In the teaching of chemistry based on an individual approach, the individual direction of the student should
be developed as a sequence of separate didactic modules designed to achieve specific didactic goals.
Effective factors and principles of teaching chemistry on the basis of an individual approach are highlighted
in the article based on the analysis of scientific works.
K
EYWORDS
Scientific, efficiency, technological, instrumental, system, humanitarian, manual, tool, object.
I
NTRODUCTION
Today, there is a need to acquire knowledge of
economics,
law,
innovative
management,
computer, ecological "literacy" in the teaching of
chemistry, which ensures the success of training
a competent specialist in the labor market.
However, as many authors have pointed out,
quality training of students in the field of
chemistry has become complicated.
Teaching chemistry to students based on an
individual
approach
is
of
independent
importance during their future career. We
associate the solution of the problem of teaching
chemistry based on an individual approach with
the selection and improvement of the necessary
educational tools and their comprehensive use in
the educational process. Well-known teachers
and
methodologists
M.T.Akbarova,
Journal
Website:
http://sciencebring.co
m/index.php/ijasr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Research Article
EFFECTIVE FACTORS AND PRINCIPLES OF TEACHING
CHEMISTRY BASED ON INDIVIDUAL APPROACH
Submission Date:
December 18,
Accepted Date:
December 23, 2023,
Published Date:
December 28, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-12-44
Boltaeva Rano Amirillaevna
Jizzakh State Pedagogical University, Uzbekistan
Volume 03 Issue 12-2023
258
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
257-261
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
D.A.Shayzakova and others were involved in the
development of educational tools, the creation of
qualified and author's examples, and the creation
of methodical manuals on their use in the
educational process [2]. As a preliminary
definition of educational tools, A.A. Grabetsky,
L.S.Zaznobina, T.S.Nazarova include educational
tools as "all material objects specially designed
for the entire educational process or introduced
by the teacher to have a greater pedagogical
effect." [3].
Educational tools include textbooks, training
manuals, models, banners, videos, multimedia,
didactic handouts. Chemistry teaching aids are
classified on different basis. In the works of A.A.
Grabetsky [3], L.S. Zaznobina [4] and others, it is
classified according to a number of signs. So, on
the basis of the material carrier of information,
printed, volumetric, natural, screen, etc. are
distinguished. From the point of view of
educational goals, they are divided into
motivational, cognitive, generalizing, educational
tools - as sources of creative work.
Based on the analysis of scientific works [7, 9,
etc.], the following principles of teaching
chemistry based on an individual approach can be
indicated: the principle of scientificity, the
principle of efficiency, the principle of
technologicality, the principle of instrumentality,
the principle of humanizing the methodical
system. Let's look at these principles in detail.
1. The scientific principle implies the obligation to
build a methodical system on the basis of existing
(or specially developed) theoretical rules that
provide the working mechanisms of such a
system. This principle defines teaching according
to an individual approach and is reflected in the
structural structure, organizational forms and
educational methods. In the teaching of chemistry
based on an individual approach with the help of
electronic educational resources, the individual
direction of the student should be developed as a
sequence of separate didactic modules designed
to achieve specific didactic goals.
Agreeing with the opinion of A.M.Lozinskaya,
T.N.Shamalo [8], we define the didactic module as
not only the integral autonomous content of
educational information, but also all the
components of the methodical system (goals,
content, organizational forms and educational
methods, educational tools, education control and
evaluation of results) as a functional independent
unit. The technological implementation of the
modules is the electronic educational resources of
the information-educational environment of the
school, which are hierarchically considered as
didactic modules of the lower level. Teaching
according to the individual approach should be
aimed at the implementation of personal
important goals of the student indicated at each
stage, which allows to regulate the optimal size of
the educational content of the module (electronic
educational resources) and the choice of
educational methods. Therefore, an individual
approach to each student should be determined
by the goal, appropriate content, methods and
tools of education, stimulation of the student's
thinking and self-organization, and the
Volume 03 Issue 12-2023
259
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
257-261
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
achievement
of
results
according
to
predetermined criteria.
2. The principle of effectiveness consists in the
need to plan the features that ensure the
superiority of this methodical system over other
existing (currently or in the future) similar
systems in the development of educational goals.
This principle should be reflected in the student's
achievement of in-depth knowledge of chemistry,
in the formation of the student's readiness for
further education, in the reduction of the
student's financial costs for additional education,
in the reduction of the teacher's labor costs for the
regular work of checking the students'
homework. The principle of efficiency, taking into
account the development dynamics and changes
in the state educational standard, the formation of
an individual approach to the teaching of
chemistry requires the student to acquire
independent learning skills on the basis of
electronic educational resources, the content of
the subject corresponds to the modern stage of
the development of the science, and network
resources distributed in the information-
educational environment. Thus, the considered
principle gives the student the opportunity to get
high marks in the subject in the final state exam
and to continue studying using information and
communication technologies.
3. The principle of technologicalness indicates
that the implementation of the methodical system
should be easily transferred to the practice of
other teachers, and the methodical system
created for them should be designed taking into
account the effectiveness of teaching with a
contingent of students. According to this
principle, at each stage of teaching chemistry
based on an individual approach, the opportunity
to use all components of the methodical system:
goals, tasks, content, and methods should be
formed to form an individual approach to the
subject taught by the natural-scientific cycle
teacher. E-learning resources, which will be the
basis for the formation of an individual approach,
can be selected by the teacher from the
collections made in open modular systems, in
accordance with the requirements of the control-
measurement materials of the current school year
and taking into account important personal goals.
4. The principle of instrumentality includes the
use of ready-made or specially designed tools that
ensure the effectiveness of the educational
process. In accordance with the principle of
instrumentality, the formation of an individual
approach should include the use of ICT and
education management system services in
education. Therefore, the technologies and
services used should have an independent
content character that provides accessibility for a
wide range of disciplines. Users' tools should be
unified in order to ensure the unity of the
technologies used for all users.
5. The humanitarian principle is to take into
account the interests of students and teachers in
the design, to ensure maximum comfort for their
activities. E.F. Zeer [5] states that the student's
personal potential is his real possibilities
(knowledge, skills, abilities, physical and
intellectual capabilities) and aspirations (the
general direction of the person). The principle of
Volume 03 Issue 12-2023
260
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
257-261
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
humanitarianism allows to realize the personal
potential of the student in teaching in the
information-educational environment due to the
possibility of adapting the electronic educational
resources to the individual characteristics of the
students. At the same time, the student moves
from the object of the learning process to
independently mastering the methods of working
with educational information. In addition, it will
be possible to create a comfortable psychological
microclimate, because the student's mistakes are
not presented for general review, but are
discussed only with the student.
Within this study, taking into account the above
principles, a methodology for teaching chemistry
based on an individual approach was developed,
the goals, content of education, forms,
educational methods and tools included elements
of pedagogical technology [9], including
diagnostics of the introduction of student
knowledge in chemistry, final state certification
includes control and evaluation of educational
results according to the criteria defined in the
control-measurement materials. Methodological
and organizational requirements for teaching
chemistry on the basis of an individual approach,
the principles of building methodical systems are
staged, practice-oriented, control-evaluation
stages
in
the
information-educational
environment on the basis of an individual
approach, the goals, content, forms of educational
organization, the formation and clarification of
educational methods gives
R
EFERENCES
1.
Акбарова M.T. “Kимё” курсининг дидактик
материаллари
нокимёвий
таълим
йўналишлари
мисолида
//Academic
Research in Educational Sciences,2021,
Volume 2, Issue 6, Page 736-740.
2.
Акбарова M.T., Шайзакова Д.А. “Кимё”
курсини ўқитишда замонавий педагогик
технологиялардан
фойдаланиш
усуллари//Academic
Research
in
Educational Sciences,2022, Volume 3, Issue 5,
Page 852-859.
3.
Грабецкий А.А. Использование средств
обучения на уроках химии.
4.
[Текст]/ А. А. Грабецкий, Л. С. Зазнобила, Т.
С. Назарова.
-
М.: Просвеще¬
5.
ние, 1988.
-
160 с.
6.
Зазнобина Л.С. Медиаобразование при
обучении химии // Химия в
7.
школе.
- 1995. -
№ 2.
-
С. 3
-7.
8.
Зеер Э.Ф. Психология профессий: учеб.
пособие для студентов вузов/ Э.Ф. Зеер. –
М.: Академический проект, 2003. –
336с.
9.
Зенков М. Ю.Критерии и оценка качества
учебно
-
методических материалов для
дистанционного обучения / М.Ю. Зенков
//
Дистанционные
образовательные
технологии в учебном процессе: Сборник
тезисов и докладов. –
Новосибирск:
Издательство СибАГС, 2006. –
С.72
-75.
10.
Лапенок
М.В.
Научно
-
педагогические
основания создания и использования
электронных образовательных ресурсов
информационной среды дистанционного
обучения
(на
примере
подготовки
учителей): дис. … д
-
Volume 03 Issue 12-2023
261
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
257-261
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
11.
ра пед. наук: 13.00.02/ Лапенок Марина
Вадимовна. –
М., 2014. –
393с.
12.
Лозинская
А.
М.,
Шамало,
Т.
Н.
Структурирование
содержания
образования в модульной педагогической
технологии/А. М. Лозинская,
13.
Т.
Н.
Шамало//
Екатеринбург.
–
Педагогическое образование в России. –
2010.
–№4. –
С.45
-52.
14.
9.
Развитие
«педагогической
технологии»
и
проблемы
теории
обучения/ М. В. Кларин// Советская
педагогика. –
1984.
–
№4. –
С. 117
-122.
